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Assessment & Teaching of 21st Century Skills

The ways in which we live, work, play and learn have been transformed by technologies. People access, use, and create information very differently from the way they did in previous decades. Citizens and workers of the 21st century need new skills and education has an important role in developing them. This project is focused on the initial tasks of defining those skills and developing ways to measure them using technology. It will also address the pedagogical implications and provide evidence on how the skills can best be developed in education.

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  • The Combined White Papers are now available for download - click here  (9MB).

  • Individual Working Group White Papers are also available for download - click on links below:  

            *  21st Century Skills (2MB)
            *  Methodological Issues (2MB)
            *  Technological Issues (2MB)
            *  Classroom Learning Environments and Formative Evaluations (1MB)
            *  Policy Frameworks for New Assessments (<1MB)

  • Press Release for Learning and Technology World Forum (LATWF 2010) is available for download - click here (1MB).

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via atc21s.org

Vía: Primeros resultados de una iniciativa para evaluar las capacidades del Siglo 21

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Open Education: The Nature of Competence

The more elaborated contemporary conceptualizations of competence are best understood as a programmatic attempt to expand older notions of what constitutes the necessary dispositions for successful problem solving and coping in a given area of action. In general what used to be emphasized was the role of well trained, standardized, and largely automated procedural skills and of factual knowledge for successful problem solving and coping. Now, this emphasis is increasingly coming under scrutiny, since situational challenges in many work and life contexts cannot be mastered by applying routine procedural skills and knowledge anymore. Instead, the changing conditions for life and work produce situations that can be described as dynamic, complex, open-ended, and ambiguous, and that regularly require novel, creative and sometimes surprising solutions. This is where the old notion of qualification that is based on requirements analysis oriented in the past and on the acquisition and performance of standardized procedural skills and factual knowledge clearly shows its limits.
via pontydysgu.org

Todavía existe una gran parte del profesorado para el cual es complicado discernir entre conocimiento/destrezas/capacidades y competencias. En este interesante artículo se explica de manera muy clara a que debemos referimos cuando hablamos de competencia. Merece la pena echarle un vistazo para aclarar conceptos.

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